Feature variability determines specificity and transfer in multiorientation feature detection learning.

Historically, in many perceptual learning experiments, only a single stimulus is practiced, and learning is often specific to the trained feature. Our prior work has demonstrated that multi-stimulus learning (e.g., training-plus-exposure procedure) has the potential to achieve generalization. Here, we investigated two important characteristics of multi-stimulus learning, namely, roving and feature variability, and their impacts on multi-stimulus learning and generalization. We adopted a feature detection task in which an oddly oriented target bar differed by 16° from the background bars. The stimulus onset asynchrony threshold between the target and the mask was measured with a staircase procedure. Observers were trained with four target orientation search stimuli, either with a 5° deviation (30°-35°-40°-45°) or with a 45° deviation (30°-75°-120°-165°), and the four reference stimuli were presented in a roving manner. The transfer of learning to the swapped target-background orientations was evaluated after training. We found that multi-stimulus training with a 5° deviation resulted in significant learning improvement, but learning failed to transfer to the swapped target-background orientations. In contrast, training with a 45° deviation slowed learning but produced a significant generalization to swapped orientations. Furthermore, a modified training-plus-exposure procedure, in which observers were trained with four orientation search stimuli with a 5° deviation and simultaneously passively exposed to orientations with high feature variability (45° deviation), led to significant orientation learning generalization. Learning transfer also occurred when the four orientation search stimuli with a 5° deviation were presented in separate blocks. These results help us to specify the condition under which multistimuli learning produces generalization, which holds potential for real-world applications of perceptual learning, such as vision rehabilitation and expert training.

Implicit visuospatial sequence representations are accessible in both the practice and the transfer hand.

A serial reaction time task was used to test whether the representations of a probabilistic second-order sequence structure are (i) stored in an effector-dependent, effector-independent intrinsic or effector-independent visuospatial code and (ii) are inter-manually accessible. Participants were trained either with the dominant or non-dominant hand. Tests were performed with both hands in the practice sequence, a random sequence, and a mirror sequence. Learning did not differ significantly between left and right-hand practice, suggesting symmetric intermanual transfer from the dominant to the non-dominant hand and vice versa. In the posttest, RTs were shorter for the practice sequence than for the random sequence, and longest for the mirror sequence. Participants were unable to freely generate or recognize the practice sequence, indicating implicit knowledge of the probabilistic sequence structure. Because sequence-specific learning did not differ significantly between hands, we conclude that representations of the probabilistic sequence structure are stored in an effector-independent visuospatial code.

Between-task transfer of item-specific control is replicable and extends to novel conditions.

Learning-guided control refers to adjustments of cognitive control settings based on learned associations between predictive cues and the likelihood of conflict. In three preregistered experiments, we examined transfer of item-specific control settings beyond conditions under which they were learned. In Experiment 1, an item-specific proportion congruence (ISPC) manipulation was applied in a training phase in which target color in a Flanker task was biased (mostly congruent or mostly incongruent). In a subsequent transfer phase, participants performed a color-word Stroop task in which the same target colors were unbiased (50% congruent). The same design was implemented in Experiment 2, but training and transfer tasks were intermixed within blocks. Between-task transfer was evidenced in both experiments, suggesting learned control settings associated with the predictive cues were retrieved when encountering unbiased transfer items. In Experiment 3, we investigated a farther version of between-task transfer by using training (color-word Stroop) and transfer (picture-word Stroop) tasks that did not share the relevant (to-be-named) dimension or response sets. Despite the stronger, between-task boundary, we observed an ISPC effect for the transfer items, but it did not emerge until the second half of the experiment. The results provided converging evidence for the flexibility and automaticity of item-specific control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Across-task binding: The development of a representation in learning a continuous movement sequence.

Across-task binding is defined as the stimulus/response of one task being linked to the response of another task. The purpose of the present experiment was to determine across-task binding in a continuous movement sequence task with an auditory task of high and low pitch tones and the development of a movement sequence representation. According to the two systems theory of sequence learning, we expected that the developed representation in the across-task binding context relies on the multi-dimensional system rather than on the unidimensional system which is restricted to a set of modules where each module processed information along one task/dimension. An inter-manual transfer design was used to disentangle the sequence representations. The mirror transfer test required the same pattern of muscle activation and joint angles (motor coordinates) in the contralateral limb as experienced during the acquisition phase, while in the non-mirror transfer test, the visual-spatial locations (spatial coordinates) of the target waveform were reinstated. The main finding was that consistently combining visual-spatial positions in a sequence and auditory dimensions such as the tone pitch does not rely on a multidimensional system as predicted by the two-systems theory.

Development of Novel Tasks to Assess Outcome-Specific and General Pavlovian-to-Instrumental Transfer in Humans.

INTRODUCTION: The emergence of Pavlovian-to-instrumental transfer (PIT) research in the human neurobehavioral domain has been met with increased interest over the past two decades. A variety of PIT tasks were developed during this time; while successful in demonstrating transfer phenomena, existing tasks have limitations that should be addressed. Herein, we introduce two PIT paradigms designed to assess outcome-specific and general PIT within the context of addiction. MATERIALS AND METHODS: The single-lever PIT task, based on an established paradigm, replaced button presses with joystick motion to better assess avoidance behavior. The full transfer task uses alcohol and nonalcohol rewards associated with Pavlovian cues and instrumental responses, along with other gustatory and monetary rewards. We constructed mixed-effects models with the addition of other statistical analyses as needed to interpret various behavioral measures. RESULTS: Single-lever PIT: both versions were successful in eliciting a PIT effect (joystick: p < 0.001, ηp2 = 0.36, button-box: p < 0.001, ηp2 = 0.30). Full transfer task: it was determined that the alcohol and nonalcoholic reward cues selectively primed their respective reward-associated responses (gustatory version: p < 0.001, r = 0.59, and monetary version: p < 0.001, r = 0.84). The appetitive/aversive cues resulted in a general transfer effect (gustatory: p < 0.001, ηp2 = 0.09, and monetary: p < 0.001, ηp2 = 0.17). DISCUSSION/CONCLUSION: Single-lever PIT: PIT was observed in both task versions. We posit that the use of a joystick is more advantageous for the analysis of avoidance behavior. It evenly distributes movement between approach and avoid trials, which is relevant to analyzing fMRI data. Full transfer task: While gustatory conditioning has been used in the past to elicit transfer effects, we present the first paradigm that successfully elicits both specific and general transfers in humans with gustatory alcohol rewards.

No significant effect of frequent online sexual behaviour on Pavlovian-to-instrumental transfer (PIT): Implications for compulsive sexual behaviour disorder.

Reward based learning is broadly acknowledged to underpin the development and maintenance of addictive behaviour although the mechanism in sexual compulsivity is less understood. Using a Pavlovian-to-Instrumental Transfer (PIT) task we tested whether the motivational aspect of conditioned Pavlovian conditioned stimulus invigorated instrumental responding in relation to specific compatible monetary rewards. Performance on the task was analysed between two groups of males based on Low (N = 38) and High (N = 41) self-report online sexual behaviour (OSB). Psychometric tests including sexual compulsivity scale and behavioural activation/behavioural inhibition (BIS/BAS) were also administered to determine the relationship between OSB and general reward sensitivity. We show clear evidence of acquisition in the Pavlovian and instrumental conditioning phases. Specific transfer effect was greater in the High-OSB group although the difference compared to the Low-OSB group was non-significant. OSB negatively correlated with both BIS and BAS indicative of introversion and low reward sensitivity. OSB positively correlated with sexual compulsivity although it is unclear whether individuals in the High-OSB group considered their behaviour either excessive or problematic. These findings contribute to the ongoing debate regarding the nature of problematic OSB. Fundamental differences in motivational characteristics and mechanism contributing to compulsive behaviour in relation to high-OSB might indicate incompatibility with behavioural addiction models. PIT was not enhanced in high-OSB by appetitive conditioning, although problematic OSB could stem from failure to inhibit actions. Further research should investigate whether aversive conditioning differentially affects responding in high-OSB individuals, potentially explaining perseverant behaviour despite negative consequences.

Association Between Cross-Limb Transfer and Practice Organization.

Although the importance of practice has been evidenced in early studies of cross-limb transfer, the association between cross-limb transfer and practice organization remains unknown. The two primary means of organizing practice are constant practice (CP) and variable practice (VP). When the same generalized motor program governs the motor responses, VP produces better transfer than CP. Thus, we hypothesized that VP would generate a higher cross-limb transfer level than CP. We assigned 40 participants to CP or VP groups and conducted an experiment consisting of three phases: pre-test, practice, and transfer test. At pre-test, all participants practiced eight trials of a sequence key-pressing task with the non-dominant hand (NDH). After the pre-test, all participants performed a practice phase of 72 trials with the dominant hand, but CP and VP groups underwent their different practice schedules (CP or VP) such that the CP group practiced a sequence key-pressing task in one sequence, and the VP group practiced four different sequences randomly. On the transfer test all partcipants completed eight trials with the NDH 24 hours after the practice phase. The CP group showed better performance than the VP group on the transfer test, and we concluded that the effects of practice organization in cross-limb transfer are distinct from intra- and inter-task transfer such that the specificity of practice explained the benefits of CG.

The Neural Mechanism Underlying Visual Working Memory Training and Its Limited Transfer Effect.

Visual working memory (VWM) training has been shown to improve performance in trained tasks with limited transfer to untrained tasks. The neural mechanism underlying this limited transfer remains unknown. In the present study, this issue was addressed by combining model-fitting methods with EEG recordings. Participants were trained on a color delay estimation task for 12 consecutive 1-hr sessions, and the transfer effect was evaluated with an orientation change detection task. The EEG responses during both tasks were collected in a pretraining test, a posttraining test conducted 1 day after training, and a follow-up test conducted 3 months after training. According to our model-fitting results, training significantly improved the capacity but not the precision of color working memory (WM), and this capacity improvement did not transfer to the orientation change detection task, spatial 2-back task, symmetry span task, or Raven reasoning test. The EEG results revealed that training resulted in a specific and sustained increase in parietal theta power suppression in the color WM task, which reflected individual color WM capacity. In contrast, the increase in parietal-temporal alpha power, which reflected individual orientation WM capacity, did not change with training. Together, these findings suggest that the simultaneous change of stimulus type and task structure would modulate the cognitive and neural substrates of WM tasks and introduce additional constraints for the transfer of WM training.

Pavlovian-to-Instrumental Transfer across Mental Disorders: A Review.

A mechanism known as Pavlovian-to-instrumental transfer (PIT) describes a phenomenon by which the values of environmental cues acquired through Pavlovian conditioning can motivate instrumental behavior. PIT may be one basic mechanism of action control that can characterize mental disorders on a dimensional level beyond current classification systems. Therefore, we review human PIT studies investigating subclinical and clinical mental syndromes. The literature prevails an inhomogeneous picture concerning PIT. While enhanced PIT effects seem to be present in non-substance-related disorders, overweight people, and most studies with AUD patients, no altered PIT effects were reported in tobacco use disorder and obesity. Regarding AUD and relapsing alcohol-dependent patients, there is mixed evidence of enhanced or no PIT effects. Additionally, there is evidence for aberrant corticostriatal activation and genetic risk, e.g., in association with high-risk alcohol consumption and relapse after alcohol detoxification. In patients with anorexia nervosa, stronger PIT effects elicited by low caloric stimuli were associated with increased disease severity. In patients with depression, enhanced aversive PIT effects and a loss of action-specificity associated with poorer treatment outcomes were reported. Schizophrenic patients showed disrupted specific but intact general PIT effects. Patients with chronic back pain showed reduced PIT effects. We provide possible reasons to understand heterogeneity in PIT effects within and across mental disorders. Further, we strengthen the importance of reliable experimental tasks and provide test-retest data of a PIT task showing moderate to good reliability. Finally, we point toward stress as a possible underlying factor that may explain stronger PIT effects in mental disorders, as there is some evidence that stress per se interacts with the impact of environmental cues on behavior by selectively increasing cue-triggered wanting. To conclude, we discuss the results of the literature review in the light of Research Domain Criteria, suggesting future studies that comprehensively assess PIT across psychopathological dimensions.

Working memory training does not improve executive functioning or fluid intelligence.

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the contrary, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control groups showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies and recommend that any claims of improvement should be supported by studies capable of replicating them.

Evidence that endpoint feedback facilitates intermanual transfer of visuomotor force learning by a cognitive strategy.

Humans continuously adapt their movement to a novel environment by recalibrating their sensorimotor system. Recent evidence, however, shows that explicit planning to compensate for external changes, i.e., a cognitive strategy, can also aid performance. If such a strategy is planned in external space, it should improve performance in an effector-independent manner. We tested this hypothesis by examining whether promoting a cognitive strategy during a visual-force adaptation task performed in one hand can facilitate learning for the opposite hand. Participants rapidly adjusted the height of visual bar on screen to a target level by isometrically exerting force on a handle using their right hand. Visuomotor gain increased during the task and participants learned the increased gain. Visual feedback was continuously provided for one group, whereas for another group only the endpoint of the force trajectory was presented. The latter has been reported to promote cognitive strategy use. We found that endpoint feedback produced stronger intermanual transfer of learning and slower response times than continuous feedback. In a separate experiment, we found evidence that aftereffects are reduced when only endpoint feedback is provided, a finding that has been consistently observed when cognitive strategies are used. The results suggest that intermanual transfer can be facilitated by a cognitive strategy. This indicates that the behavioral observation of intermanual transfer can be achieved either by forming an effector-independent motor representation or by sharing an effector-independent cognitive strategy between the hands.NEW & NOTEWORTHY The causes and consequences of cognitive strategy use are poorly understood. We tested whether a visuomotor task learned in a manner that may promote cognitive strategy use causes greater generalization across effectors. Visual feedback was manipulated to promote cognitive strategy use. Learning consistent with cognitive strategy use for one hand transferred to the unlearned hand. Our result suggests that intermanual transfer can result from a common cognitive strategy used to control both hands.

From fish out of water to new insights on navigation mechanisms in animals.

Navigation is a critical ability for animal survival and is important for food foraging, finding shelter, seeking mates and a variety of other behaviors. Given their fundamental role and universal function in the animal kingdom, it makes sense to explore whether space representation and navigation mechanisms are dependent on the species, ecological system, brain structures, or whether they share general and universal properties. One way to explore this issue behaviorally is by domain transfer methodology, where one species is embedded in another species' environment and must cope with an otherwise familiar (in our case, navigation) task. Here we push this idea to the limit by studying the navigation ability of a fish in a terrestrial environment. For this purpose, we trained goldfish to use a Fish Operated Vehicle (FOV), a wheeled terrestrial platform that reacts to the fish's movement characteristics, location and orientation in its water tank to change the vehicle's; i.e., the water tank's, position in the arena. The fish were tasked to "drive" the FOV towards a visual target in the terrestrial environment, which was observable through the walls of the tank, and indeed were able to operate the vehicle, explore the new environment, and reach the target regardless of the starting point, all while avoiding dead-ends and correcting location inaccuracies. These results demonstrate how a fish was able to transfer its space representation and navigation skills to a wholly different terrestrial environment, thus supporting the hypothesis that the former possess a universal quality that is species-independent.

Whole body adaptation to novel dynamics does not transfer between effectors.

How does the brain coordinate concurrent adaptation of arm movements and standing posture? From previous studies, the postural control system can use information about previously adapted arm movement dynamics to plan appropriate postural control; however, it is unclear whether postural control can be adapted and controlled independently of arm control. The present study addresses that question. Subjects practiced planar reaching movements while standing and grasping the handle of a robotic arm, which generated a force field to create novel perturbations. Subjects were divided into two groups, for which perturbations were introduced in either an abrupt or a gradual manner. All subjects adapted to the perturbations while reaching with their dominant (right) arm and then switched to reaching with their nondominant (left) arm. Previous studies of seated reaching movements showed that abrupt perturbation introduction led to transfer of learning between arms, but gradual introduction did not. Interestingly, in this study neither group showed evidence of transferring adapted control of arm or posture between arms. These results suggest primarily that adapted postural control cannot be transferred independently of arm control in this task paradigm. In other words, whole body postural movement planning related to a concurrent arm task is dependent on information about arm dynamics. Finally, we found that subjects were able to adapt to the gradual perturbation while experiencing very small errors, suggesting that both error size and consistency play a role in driving motor adaptation.NEW & NOTEWORTHY This study examined adaptation of arm and postural control to novel dynamics while standing and reaching and subsequent transfer between reaching arms. Neither arm nor postural control was transferred between arms, suggesting that postural planning is highly dependent on the concurrent arm movement.

Longitudinal white matter changes associated with cognitive training.

Improvements in behavior are known to be accompanied by both structural and functional changes in the brain. However, whether those changes lead to more general improvements, beyond the behavior being trained, remains a contentious issue. We investigated whether training on one of two cognitive tasks would lead to either near transfer (that is, improvements on a quantifiably similar task) or far transfer (that is, improvements on a quantifiably different task), and furthermore, if such changes did occur, what the underlying neural mechanisms might be. Healthy adults (n = 16, 15 females) trained on either a verbal inhibitory control task or a visuospatial working memory task for 4 weeks, over the course of which they received five diffusion tensor imaging scans. Two additional tasks served as measures of near and far transfer. Behaviorally, participants improved on the task that they trained on, but did not improve on cognitively similar tests (near transfer), nor cognitively dissimilar tests (far transfer). Extensive changes to white matter microstructure were observed, with verbal inhibitory control training leading to changes in a left-lateralized network of frontotemporal and occipitofrontal tracts, and visuospatial working memory training leading to changes in right-lateralized frontoparietal tracts. Very little overlap was observed in changes between the two training groups. On the basis of these results, we suggest that near and far transfer were not observed because the changes in white matter tracts associated with training on each task are almost entirely nonoverlapping with, and therefore afford no advantages for, the untrained tasks.

Feature-based attention enables robust, long-lasting location transfer in human perceptual learning.

Visual perceptual learning (VPL) is typically specific to the trained location and feature. However, the degree of specificity depends upon particular training protocols. Manipulating covert spatial attention during training facilitates learning transfer to other locations. Here we investigated whether feature-based attention (FBA), which enhances the representation of particular features throughout the visual field, facilitates VPL transfer, and how long such an effect would last. To do so, we implemented a novel task in which observers discriminated a stimulus orientation relative to two reference angles presented simultaneously before each block. We found that training with FBA enabled remarkable location transfer, reminiscent of its global effect across the visual field, but preserved orientation specificity in VPL. Critically, both the perceptual improvement and location transfer persisted after 1 year. Our results reveal robust, long-lasting benefits induced by FBA in VPL, and have translational implications for improving generalization of training protocols in visual rehabilitation.

Age-dependent modulation of motor network connectivity for skill acquisition, consolidation and interlimb transfer after motor practice.

OBJECTIVE: Age-related differences in neural strategies for motor learning are not fully understood. We determined the effects of age on the relationship between motor network connectivity and motor skill acquisition, consolidation, and interlimb transfer using dynamic imaging of coherent sources. METHODS: Healthy younger (n = 24, 18-24 y) and older (n = 24, 65-87 y) adults unilaterally practiced a visuomotor task and resting-state electroencephalographic data was acquired before and after practice as well as at retention. RESULTS: The results showed that right-hand skill acquisition and consolidation did not differ between age groups. However, age affected the ability to transfer the newly acquired motor skill to the non-practiced limb. Moreover, strengthened left- and right-primary motor cortex-related beta connectivity was negatively and positively associated with right-hand skill acquisition and left-hand skill consolidation in older adults, respectively. CONCLUSION: Age-dependent modulations of bilateral resting-state motor network connectivity indicate age-specific strategies for the acquisition, consolidation, and interlimb transfer of novel motor tasks. SIGNIFICANCE: The present results provide insights into the mechanisms underlying motor learning that are important for the development of interventions for patients with unilateral injuries.

General Pavlovian-instrumental transfer tests reveal selective inhibition of the response type - whether Pavlovian or instrumental - performed during extinction.

The present experiments examined whether extinction of a stimulus predicting food affects the ability of that stimulus to energize instrumental performance to obtain food. We first used a general Pavlovian instrumental transfer (PIT) paradigm in which rats were first given Pavlovian conditioning with a stimulus predicting one type of food outcome and were then trained to lever press for a different food outcome. We found that the Pavlovian stimulus enhanced performance of the lever press response and that this enhancement was preserved after extinction of that stimulus (Experiment 1) even when the context was manipulated to favor the expression of extinction (Experiment 2). Next, we assessed whether extinction influenced the excitatory effect of a stimulus when it was trained as a discriminative stimulus. Extinction of this stimulus alone had no effect on its ability to control instrumental performance; however, when extinguished with its associated lever press response, discriminative control was lost (Experiments 3 and 4). Finally, after instrumental and Pavlovian training, we extinguished a Pavlovian stimulus predicting one food outcome with a lever press response that delivered a different outcome. In a general PIT test, we found this extinction abolished the ability of the Pavlovian stimulus to elevate responding on a lever trained with a different outcome, revealing for the first time that extinction can abolish the general PIT effect. We conclude that extinction can produce an inhibitory association between the stimulus and the general response type, whether Pavlovian or instrumental, performed during the extinction training.

A reconstruction theory of relational schema induction.

Learning transfer (i.e. accelerated learning over a series of structurally related learning tasks) differentiates species and age-groups, but the evolutionary and developmental implications of such differences are unclear. To this end, the relational schema induction paradigm employing tasks that share algebraic (group-like) structures was introduced to contrast stimulus-independent (relational) versus stimulus-dependent (associative) learning processes. However, a theory explaining this kind of relational learning transfer has not been forthcoming beyond a general appeal to some form of structure-mapping, as typically assumed in models of analogy. In this paper, we provide a theory of relational schema induction as a "reconstruction" process: the algebraic structure underlying transfer is reconstructed by comparing stimulus relations, learned within each task, for structural consistency across tasks-formally, the theory derives from a category theory version of Tannakian reconstruction. The theory also applies to non-human studies of relational concepts, thereby placing human and non-human transfer on common ground for sharper comparison and contrast. As the theory and paradigm do not depend on linguistic ability, we also have a way for pinpointing where aspects of human learning diverge from other species without begging the question of language.

Identifying factors that influenced wellbeing and learning effectiveness during the sudden transition into eLearning due to the COVID-19 lockdown.

BACKGROUND: The sanitary emergency due to COVID-19 virus obliged people to face up several changes in their everyday life becauseWorld Health Organisation (WHO) guidelines and countries' Health Systems imposed lockdown of activities and social distancing to flatten the infection curve. One of these rapid changes involved students and professors that had to turn the traditional "in presence" classes into online courses facing several problems for educational delivery. OBJECTIVES: This work aimed to investigate the factors that affected both teaching/learning effectiveness and general human comfort and wellbeing after the sudden transition from classrooms to eLearning platforms due to COVID-19 in Italy. METHODS: A workshop, involving students and experts of Human Factors and Ergonomics, has been performed to identify aspects/factors that could influence online learning. Then, from workshop output and literature studies, a survey composed of two questionnaires (one for students and one for teachers) has been developed and spread out among Italian universities students and professors. RESULTS: 700 people answered the questionnaires. Data have been analysed and discussed to define the most important changes due to the new eLearning approach. Absence of interactions with colleagues and the necessity to use several devices were some of the aspects coming out from questionnaires. CONCLUSIONS: The study shows an overview of factors influencing both teaching/learning effectiveness and general human comfort and wellbeing. Results could be considered as a basis for future investigation and optimization about the dependencies and correlations among identified factors and the characteristics of the products/interaction/environment during eLearning courses.

Adaptive transfer learning for EEG motor imagery classification with deep Convolutional Neural Network.

In recent years, deep learning has emerged as a powerful tool for developing Brain-Computer Interface (BCI) systems. However, for deep learning models trained entirely on the data from a specific individual, the performance increase has only been marginal owing to the limited availability of subject-specific data. To overcome this, many transfer-based approaches have been proposed, in which deep networks are trained using pre-existing data from other subjects and evaluated on new target subjects. This mode of transfer learning however faces the challenge of substantial inter-subject variability in brain data. Addressing this, in this paper, we propose 5 schemes for adaptation of a deep convolutional neural network (CNN) based electroencephalography (EEG)-BCI system for decoding hand motor imagery (MI). Each scheme fine-tunes an extensively trained, pre-trained model and adapt it to enhance the evaluation performance on a target subject. We report the highest subject-independent performance with an average (N=54) accuracy of 84.19% (±9.98%) for two-class motor imagery, while the best accuracy on this dataset is 74.15% (±15.83%) in the literature. Further, we obtain a statistically significant improvement (p=0.005) in classification using the proposed adaptation schemes compared to the baseline subject-independent model.